THE USE OF NURSERY RHYMES TO IMPROVE STUDENTS’ VOCABULARY
(The Case of the 5th Graders of SD Negeri Gunungpati 03 in Academic year 2005 / 2006)
a Final Project
submitted in partial fulfillment of the requirements for the degree of Sarjana Pendidikan in English
by Henny Oktiviani
2201402581
ENGLISH DEPARTMENT ARTS AND LANGUAGE FACULTY
ii 2006.
Board of Examiners 1. Chairperson
Prof. Dr. Rustono, M. Hum. NIP. 131281222
2. Secretary
Dra. Dwi Anggani L.B, M.Pd. NIP. 131813665
3. First Examiner
Drs. Januarius Mujianto, M. Hum. NIP. 131281221
4. Second Examiner/Second Advisor
Henrikus Joko Yulianto, S.S, M.Hum. NIP. 132233485
5. Third Examiner/First Advisor
Drs. Djoko Sutopo, M.Si. NIP. 131569192
Approved by
The Dean of Arts and Language Faculty
iii Nama : Henny Oktiviani
NIM : 2201402581
Prodi/Jurusan : Pendidikan Bahasa Inggris/Bahasa dan Sastra Inggris
Fakultas Bahasa dan Seni Universitas Negeri Semarang menyatakan dengan sesungguhnya bahwa skripsi/tugas akhir/final project yang berjudul
THE USE OF NURSERY RHYMES TO IMPROVE STUDENTS' VOCABULARY (THE CASE OF THE 5th GRADERS OF SD NEGERI GUNUNGPATI 03 IN ACADEMIC YEAR 2005/2006)
Yang saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelar Sarjana ini benar-benar merupakan karya sendiri, yang saya hasilkan setelah melalui penelitian, bimbingan, diskusi, dan pemaparan/ujian. Semua kutipan, baik yang langsung maupun tak langsung, baik yang diperoleh dari sumber kepustakaan, wahana elektronik, wawancara langsung, maupun sumber lainnya, telah disertai keterangan mengenai identitas sumbernya dengan cara sebagaimana yang lazim dalam penelitian karya ilmiah. Dengan demikian, walaupun tim penguji dan pembimbing penulisan skripsi/tugas akhir/final project ini membubuhkan tanda tangan keabsahannya, seluruh isi karya ilmiah ini tetap menjadi tanggung jawab saya sendiri. Jika kemudian ditemukan ketidakberesan, saya bersedia menerima akibatnya. Demikian, harap pernyataan ini dapat digunakan seperlunya.
Semarang, 19 September 2006 Yang membuat pernyataan
iv
Verily never will Allah change the condition of people until they change
it themselves (with their own souls).
v To
Mr. Sugeng Sugiyono and Mrs. Ismoyowati
De’ Evi Wahyu W and Ady "SAM"
vi
students’ achievement in learning English vocabulary by using nursery rhymes. In order to achieve the objective of this study, the writer used experimental research. The population of this study was the fifth graders of SD Negeri Gunugpati 03. The number of the subject was 32 students. There were three meetings during the experiment. Before the experiment was conducted, a pre-test was given. A post-test was given after the experiment was done. The test was on vocabulary consisting of 25 multiple-choice items.
Before the test was used, it has been tried out first. The purpose of conducting the try-out was to find out the validity, reliability, discriminating power, and level of difficulty of the test as an instrument.
The result of the analysis showed that the experimental group gets better scores than the control group. It can be seen by comparing their means. The mean score of the experimental group is 74,75, while the mean score of the control group is 65. It is clear that the mean score of the experimental group is higher than the control group. The difference between the two means is 74,75 – 65 = 10,75. The result of applying the t-test also reveals that the experimental group obtained better score than the control group. The obtained value (3,11) is higher than the table value (2,04). It means that the students’ achievement in learning English vocabulary taught using nursery rhymes is better than from those taught using conventional method.
vii
SWT for the blessing and inspiration given to me during the writing of this final project.
I would like to express my sincere gratitude toDrs. Djoko Sutopo, M.Si. For guiding and supporting me in every step of the writing of my final project. The benefit of foresight and knowledge has helped me so much.
My warmest thanks is also due to Henrikus Joko Y, S.S, M. Hum. for being my second advisor. I would like to thank for his time, patience and carefulness in correcting the manuscript of this final project for its finalization.
My special thanks goes all lecturers of the English Department of Semarang State University who have been teaching and guiding me patiently during the years of my study.
Last but not least my deepest gratitude goes to my beloved parents who have supported finance, spiritual, and prayers for my success. I am also grateful to my spirit Evi and Adi who have given me support and motivation.
My special thanks also goes to all my friends in English Department for their support during my study, and all persons who might not be mentioned individually here.
Semarang, September 2006
Henny Oktiviani
viii
TABLE OF CONTENTS...vii
CHAPTER I INTRODUCTION 1.1Background of the Study... 1
1.2Reason for Choosing the Topic... 4
1.3Statement of the Problems... 5
1.4Objective of the study... 5
1.5Significance of the Study... 5
1.6Outline of the Study... 6
II REVIEW OF RELATED LITERATURE 2.1 Foreign Language learning... 7
2.2 Characteristics of Elementary School students in General... 8
2.3 Some Problems of Elementary School Students in Indonesia...10
2.4 General Concept of Vocabulary... 11
2.5 Teaching of Vocabulary... 12
2.5.1 Teaching Vocabulary to Elementary School Students... 14
2.6 General Concept of Nursery Rhyme ... 16
2.7 Applying Nursery Rhyme in Teaching Vocabulary... 17
III METHOD OF INVESTIGATION 3.1 Main Sources of Data... 19
3.1.1 Library Study...19
3.1.2 Experimental Research... 19
3.2 Subject... 20
ix
3.6 Method of Data Collection... 25
3.6. Instrument... 25
3.6.2 Construction of the Text... 27
3.7 Try Out... 28
3.8 Condition of the Test... 28
3.8.1 Validity... 28
3.8.2 Reliability... 30
3.9 Item Analysis... 31
3.9.1 Difficulty Level of the Test... 32
3.9.3 Discriminating Power... 33
IV RESULT OF INVESTIGATION 4.1 Computation between the Two Means... 35
4.2 Grades of Achievement... 38
4.3 The Meaning of the Result... 43
V CONCLUSION AND SUGGESTION 5.1 Conclusion... 45
5.2 Suggestion... 46
BIBILIOGRAPHY... 47
1
Language is a fundamental part of human life. It is a means of communication that
is possessed by human being in the world. With language a man can express his
ideas and wishes. With language a close relationship among members of society
can be established. Thus, without a language it is hard to imagine how people can
cooperate and get along with each other.
People in this world speak various languages. There are so many
languages in this world so that mastering one language only is not enough. When
we speak to people of different languages, we need other means of
communication that can be understood by our listener and ourselves. As we know,
our country consists of many religions, ethnic groups, languages, arts, etc.
However, people in our country can communicate by using our national language,
Indonesian
We cannot use our national language anymore if we want to communicate
with other people from all over the world. In this case, of course we need other
languages. To have relationship with many people from many countries who have
different languages and cultures, we have to master at least one foreign
international language.
There are a number of international languages in this world such as
English, French, Dutch, etc. Since Indonesian is not an international language, we
other countries. English is the most common international language that is used in
this world. As the first foreign language in Indonesia, English has a major position
in Indonesian educational system. It is one of the compulsory subjects to be
studied at junior high school, senior high school, and university. Moreover, now
English is taught at elementary school as a local content subject.
As a local content subject, English is taught to pupils of grade IV, V and
VI. Meanwhile, in some favorite schools English is taught to pupils from grade I.
So, many parents who realize the importance of English enrolled their children to
some English courses to study English.
The function of the teaching of English at the elementary school is to
introduce English as the first foreign language to the pupils in order that they will
be able to communicate in simple English. By studying English, the students are
expected to have a means to develop their knowledge of science, technology and
culture. Later, the students are expected to be able to support the development of
tourism (GBPP Mulok, 1995:1).
The aim of the teaching of English at the elementary school is to motivate
them to be ready and self-confident in learning English at higher level. The scope
of the materials covers spelling, vocabulary, writing, reading, and functional skills
as the basis to get simple language skills.
Vocabulary is one of the language components that have to be mastered
and acquired by the students in learning a new language. It should be mastered as
well as the language skills (listening, speaking, reading, and writing). Teaching
different from teaching English vocabulary to adult, because they have different
characteristics and different motivation. In the teaching and learning process, a
teacher plays an important role. He or she must be able to know the students’
interest and motivation. Cullingford (1995:10-11) says that there are some signs
of a good teacher that can be detected in the way classroom is run. The signs are:
(1) a shared working atmosphere
(2) an awareness of the needs of each pupil
(3) a purposeful, well-organized classroom, and
(4) the celebration of success.
When teaching vocabulary at Elementary School, the teacher should be
more creative in teaching and keep the students away from feeling bored in
learning English words. According to Saylor (1981:234) the continuous use of
the same teaching model day after day generally result in boredom on the part of
learners.
In order to keep the students away from feeling bored in learning English
vocabulary, it is more effective if the teacher uses media. Hubbard At All as
quoted by Uberman (1998:46), affirm this by stating, “Teacher must make sure
that students have understood the new words. They will remember longer if a
teacher will use an appropriate method in teaching them.”
Based on the statements above, the writer wants to introduce nursery
rhyme (a kind of folk song) as the media in teaching vocabulary. Ramsey and
Bayless (1982:2) say that folk songs, country music, and commercials all appeal
also develop skills, increase attention span, improve comprehension and memory,
and encourage the use of compound words, rhyme and images. It can be
concluded that teaching vocabulary through nursery rhyme is one of the
appropriate techniques to interest elementary school students in learning
vocabulary. By using nursery rhymes as an alternative technique in teaching
vocabulary, elementary school students are given something new and different
from what they usually get in class. They are not only as the subject of teaching
learning process but also the participant.
1.2Reason for Choosing the Topic
The reasons for choosing the topic are as follows:
(1) Vocabulary is essential component of language so it is important to find the
appropriate ways to teach it effectively.
(2) It is difficult for teachers to make students interested in improving their own
vocabulary.
(3) The writer wants to make Elementary School students interested in studying
vocabulary through nursery rhymes because almost all children like singing. It
can also bring much joy to them.
(4) The students can practice their pronunciation through nursery rhymes because
1.3 Statement of the Problem
The problems that the writer wants to discuss are:
(1) How is the students’ achievement in learning English vocabulary by using
nursery rhymes?
(2) To what extent does nursery rhyme help teachers in teaching English
vocabulary at Elementary School?
1.4 Objectives of the Study
The objectives of the study in this thesis are:
(1)To describe how nursery rhymes improve the result of the students’
achievement in learning English vocabulary.
(2) To describe to what extent nursery rhymes help teachers in teaching English
vocabulary at Elementary School.
1.5 Significance of the Study
This Study will have some significance:
(1) To improve teaching skill of students of the English Department in general,
especially the students of the Education Program.
(2) To enhance skill and knowledge of students of the English Department of the
Education Program in teaching vocabulary using any methods they like.
(3) To improve teaching skill of English teachers in general especially in teaching
1.6 Outline of the Report
The discussion of the thesis is divided into five chapters. The first chapter is the
introduction, which consists of background of the study, reason of choosing the
topic, statements of the problem, objectives of the study, and the significance of
the study.
The second chapter is review of related literature, which discusses the
foreign language teaching, the characteristics of Elementary school students in
Indonesia, some problems of elementary school students in learning English,
general concept of vocabulary, the teaching of vocabulary, teaching vocabulary to
elementary school students, general concept of nursery rhyme as a media in the
teaching and learning process, applying nursery rhymes to teach vocabulary.
The third chapter includes the method of investigation, which consists of
main source of data, population and sample, the procedure of experiment,
variable, method of data collection, and administration of the text.
The fourth chapter is the result of the study, which presents the analysis of
the data and discussion of the result.
In the last chapter, the fifth chapter, the writer ends the discussion with the
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Foreign Language Learning
Nowadays, learning a foreign language becomes an important thing since we need
to communicate and cooperate with other people from other countries such as in
politics, business, tourism, science, technology, and educational development.
Furthermore, in this new millennium, the world has no limits and the
communication technology develops very fast. This condition forces people
around the world to have knowledge of a foreign language that is used for
international communication concerning many aspects of life.
English is taught as the first foreign language in Indonesia. It has been
taught in school such as in elementary school, junior high school, senior high
school to university for some semesters. Learning English as the first foreign
language is something new, especially for students of elementary school because
it gives a new experience and knowledge.
Finocchairo (1974:12) states that learning a foreign language is different
from learning a native language because the students live in a different place from
the one from which the foreign language is derived. The differences are as
follows:
(1) Students do not know how to read or write at the time they are learning
their mother tongue, but they learn the foreign language through written
expression and reading.
(2) Students speak in their mother tongue language at home, at school, or even
in communication with other people in their society, where foreign
language is not used as a means of communication.
(3) In learning the first language, students do not know yet another language
system, but in learning a foreign language they do. Therefore, they may be
interfered by their earlier language system, which has been established in
their mind.
(4) Students have not reached a high level of maturity in learning their first
language; they just accept the language being used in their society without
any curiosity in wondering the things they learnt. In other words, they have
little awareness in getting the knowledge of a language.
Like any other learners of English as a foreign language, Indonesian
learners also meet difficulties in learning English since their native language is
quite different from English. Consequently, the learners should have a great
motivation. They should learn English seriously because learning language needs
a total physical, intellectual, and emotional response. Learning a foreign language
also involves many factors. Teachers should know the crucial factors.
Finocchairo (1974:14) says that the crucial factors are age, ability, aspiration and
needs, native language, and previous language experience.
2.2 Characteristics of Elementary School Students in General
Teaching English to elementary school students is different from teaching English
Unlike adults, children are not self-motivated and do not have an
immediate need to learn English. They are not concerned with job or
university degree that requires knowledge of English. Their world is their
daily games, events of interest to them, knew knowledge that may come
across and question that their inquisitive mind may ask (1987: 49).
In this thesis, the writer takes the fifth graders as the population of the
research. Teaching English to fifth graders means teaching the children at the age
of 10-11. Scott (1990:2-4) mentions some general characteristics of the children at
this group as follows:
(1) They are able to use their mother language both in written and spoken;
(2) they understand the difference between the real and imaginary; (3) they have
high motivation to learn new things; (4) they love to play very much. When they
enjoy themselves they will think what they are doing; (5) it will be easier for them
to understand what they learn if it is taught orally associated with action; (6) they
can work with their friends and learn frown their friends; (7) they have very short
attention in learning, that's why teachers must be able to create an interesting way
to attract students' attention in teaching and learning process.
There are some general characteristics of Elementary School students in
Indonesia that are not much different from those in general, based on the book of
“ Psikologi Perkembangan”, written by Hurlock (1999:111), they are:
(1) The elementary school students are the students at the age between 7 to
12; (2) they like to show to others especially their parents what they know because
(4) they also like to praise themselves to their friends and people around them; (5)
they also have an interest in special subjects.
In general, the elementary school students are the children at the age
between seven up to twelve years old who are enthusiastic to know and learn
anything. Concerning those characteristics, teachers need to make their teaching
more interesting like their daily world and motivate them.
2.3 Some Problems of Elementary School Students in Learning English
It is not easy for Elementary School students to learn a foreign language since the
environments in achieving their first language and a foreign language are
different. This is why the Elementary School students as beginners face many
problems. According to Wahyuni, the problems they face are as follows:
(1) Students speak at home, at school or even when they communicate with
other in their society with their mother language where foreign language is
not used as a means of communication.
(2) Students do not know how to read or write at the time they are learning
their mother language, but they learn English through written expression
and reading.
(3) In learning the first language, students do not know yet another language
system, but in learning a foreign language they do. Their first language
which has been well established in their mind may be interferes them
(Wahyuni, 1998:15).
From the statements above it can be concluded that learning foreign
and their preceded background do not support the process of learning the foreign
language.
2.4 General Concept of Vocabulary
Vocabulary is one of the components of a language besides sound system,
grammars, and culture. Students who want to learn a target language, in this case
English, of course, have to learn those elements.
In learning a language, vocabulary is essential in conducting
communication. Whenever we want to communicate with other people using a
language, we should have mastered vocabulary related to the topic spoken.
Therefore, vocabulary is one of the components of language, which supports the
speaker in communication. In other words, vocabulary plays a very important role
in developing the four language skills.
Before giving more explanation, the writer will present the definition of
vocabulary:
(1) Vocabulary is “an alphabetical list of the words used in a book, often
including their translation or definition”, (Webster, 1986: 2560).
(2) Hornby (1990: 1462) said that vocabulary is:
a. Total number of words, which (with rule for combining them) make up a language.
b. (Range of) words known or used by a person in trade, profession, etc.
c. Book containing list of words, list of words used in a book, etc, usually with definition or translation.
From the definition above, the writer comes to a conclusion that
vocabulary is a stock of words, written or spoken that has meaning and used by
In every language, vocabulary is important to convey meaning, to express
intentions, desires, and feelings; and to communicate with others. Vocabulary is
one of the components that support the speaker in communication, whenever we
want to communicate with other people using a language, we should have
mastered a stock of words.
There are two kinds of vocabulary. Finoccahiro (1974:73) explains that
students’ vocabulary can be divided into two kinds, active vocabulary and passive
vocabulary. The former refers to the words that the students can understand and
pronounce correctly and use them constructively in speaking or in writing. The
latter refers to the words in which the students can recognize while they are
reading or listening to someone speaking, but they do not use them in speaking or
in writing.
2.5 Teaching of Vocabulary
In teaching vocabulary the teacher has the job of managing the students learning
to master the target vocabulary. According to Wallace (1982:27-30) there are
some principals on which teaching vocabulary is based. Those principals are aim,
quantity, need, meaningful presentation and repetition. The explanation of each
principal is as follows:
Aim means the goal that wants to be achieved by the teacher in the
teaching and learning process. In the teaching learning process the teacher has to
be clear about his aims. He has to decide on what is involved in vocabulary
How many vocabularies and what kind of words does the teacher expect the
learners to master.
Quantity means the number of new words that should be mastered by
students. The teacher has to decide on the quantity of the vocabulary to be
learned. The decision of the number of new words in lesson is very important. The
actual number still depends on a number of factors varying from class and
learners. If there are too many words, the learners may become confused,
discouraged, and frustrated.
Need means the words really needed by students based on the situation. In
teaching vocabulary the teacher has to choose the words really needed by his / her
students in communication. The students should be put in a situation where they
have to communicate and get the words they need.
Frequent exposure and repetition means the new words should be
introduced repeatedly. It is seldom for us to remember the new words by only
hearing them for one or two times. In learning vocabulary students should do
more and more until they have already mastered the vocabulary of the target
language.
Meaningful presentation means the clear and unambiguous meaning of
words. The learners must have a clear and specific understanding of what a word
denotes or refers to, i.e. its meaning. This requires that the words be presented in
such a way that is denotation or reference is perfectly clear and unambiguous.
Situation presentation means the words chosen should be based on the
situation in which we are speaking and how well we know the person to whom we
are speaking (from informal to formal). So that a learner should learn words in
situation in which they are appropriate.
So, in teaching vocabulary, teachers have to consider the factors above
(aims, quantity, need, frequent exposure, meaningful presentation, and situation
presentation), which influence the students in acquiring vocabulary given to them.
2.5. 1 Teaching Vocabulary to Elementary School Students
Teaching English vocabulary to children is not so easy as teaching English
vocabulary to adults. In teaching English vocabulary to children, the teacher
should know how to treat the students well so that they are not feeling bored
during the teaching and learning process. Besides knowing how to treat the
students well, the teacher should also notice the difference of a language
development of a student. Petty and Jensen (1980:67-68) say that the individual
differences of language development are very complex processes because they are
influenced by some factors such as intelligence, physical conditions, economic
conditions, ethnic setting and bilingualism.
If the teacher knows that each child is different in learning English as a
new language, he or she will facilitate the students so that the teaching learning
process runs well. Because by noticing that students are different in language
development, the teacher automatically knows what the students’ needs, interests,
and motivation in learning English are.
One of language development’s components is vocabulary development.
meaning. In addition, only by using new words and their meaning the students
will understand them. Petty and Jensen (1980:289) support this statement by
saying, “basic to vocabulary development is using new words and new meanings,
for only by using words children will genuinely come to understand them.”
The best way to add a child’s vocabulary is by providing any kind of
interesting and new experiences, especially direct activities that give opportunities
for vocabulary enrichment. By using direct activities to enrich the child’s
vocabulary, the students learn vocabulary more successfully. This statement is
strengthened by a summary report of vocabulary research by Petty and Jensen
(1980:268):
…studies on teaching vocabulary have shown that some teaching effort
causes students to learn vocabulary more successfully than does no
teaching effort, that any attention to vocabulary development is better that
none…it is possible to note accumulating evidence to dispel the widely
held notion that having students “read, read, read” is a satisfactory method
for teaching vocabulary.
Basically, a child capacity to acquire new material especially English
vocabulary is greater, but sometimes he or she does not want to say the English
words that he or she has learned in his or her daily activities.
The statement above is according to Mackey (1965:121) by saying:
Although child capacity to acquire new material is greater, his native
vocabulary has expanded so much that he cannot hope to say all he wants
to say in second language. To solve this problem it has been suggested that
most of elementary education, including in kindergarten, be conducted by
From the information above, it can be concluded that it is better for the
students to learn a second language, especially English from a native teacher so
that the children are not able to speak or communicate with their mother tongue.
There are some points suggested by Slattery and Willis that are very useful
for teachers to help their students in learning vocabulary:
(1) Teacher should be able to make learning English enjoyable and fun
because they are influencing the students' attitude to language learning; (2) if the
students make mistake, teachers shouldn't be angry. On the other hand, they have
to encourage their students to correct it with their guidance; (3) teachers may
associated their explanation with actions to make the understanding easier; (4) it is
also possible for teachers to tell simple stories in English especially about things
they can see; (5) when students ask to their teachers using their mother language,
teachers can answer it in English. Teachers may recast in English when students
speak in their mother language; (6) teachers can create varied activities in
teaching learning process, some quiet, some sitting, some standing and moving
(Slattery and Willis, 2001:46).
2.6 General Concept of Nursery Rhyme
Teaching media is needed in the teaching learning process to help the students to
become active. Gerlach and Ely (1980:241) propose that a medium is any person,
materials, or event that established condition that enable learners or students to
acquire knowledge, skill and attitude. There are a lot of media that can be used to
There are some definitions of nursery rhyme:
(1) Nursery rhyme is a simple traditional poem or song for children. (Oxford
dictionary, 1994:794).
(2) Nursery rhyme is a traditional song or poem taught to young children,
originally in the nursery. (www. en. wikipedia. org / wik / Nursery rhyme).
(3) Nursery rhyme is folk verse for young children. (www. ed. psu. edu /
americareads / Resources / glossary. htm).
From the statements above, it can be concluded that nursery rhyme is a
traditional song or poem for young children. Since it is intended for young
children, it follows a regular repeated verse for with rhyme and has a series of
other discourse features, which make them easy to follow. So once a nursery
rhyme has been learned, it stays in minds of the students for the rest of their lives
with all the rhythms, grammatical features and vocabulary.
2.7 Applying Nursery Rhymes in Teaching Vocabulary
Before applying nursery rhymes to students, the teacher should be well prepared
in choosing nursery rhymes. Slattery and Willis (2001:45) state that the songs or
rhymes chosen by the teacher should:
(1) Suit the pupils’ age group and their interest.
(2) Match their level of English.
(3) Have a catchy, easy to remember melody.
From the statements above, it can be concluded that the teacher should
they learned. Since children can only sing simple nursery rhymes, the teacher
should choose short and simple nursery rhymes. The lyrics also should be clear
and easy to follow. Furthermore, they should use repetitive materials so that the
students can remember words easily. In order to make the nursery rhymes more
meaningful and enjoyable, motions can also be added to the nursery rhymes that
CHAPTER III
METHOD OF INVESTIGATION
3.1.Main Sources of Data
In this research, some data are needed to achieve the objective of the research.
The data and information are obtained from library study and experimental
research.
3.1.1 Library Study
Library study refers to the activity of using the library facilities. The writer looked
for some reference textbooks related to the subject matter. She tried to get
information and ideas to support her ideas for this research.
3.1.2 Experimental Research
It refers to the activity of collecting data from the experimental group and the
control group of the research. In doing so, the fifth graders of SDN Gunungpati 03
in the academic 2005/2006 were chosen to be the subjects of the research. The
number of the subject was 32 students. The students then divided into two groups
based on the student's number. They were the experimental group and control
group. To get empirical data for my study, the writer administrated a test. The test
was given to both of groups with the purpose to find out their achievement in
mastering the English vocabulary.
3.2 Subject
3.2.1 Population
Population is the most significant factor in conducting a research. Gay (1987:102)
states,” The population is the group of interest to the researcher, the group to
which she or he would like to result of the study to be generalizable.”
With regard to the statement above and the problem of investigation, I had
chosen the population of my research. The population of this study was the fifth
graders of SDN Gunungpati 03 in the academic year of 2005/2006. I chose this
school because English is given to the students of this school as a local content
subject. The English lesson is given from the forth up to sixth graders.
3.2.2 Sample and Technique of Sampling
The term sampling is different from sample. According to Kerlinger (1965:18),
“sample is a part of population which is supposed to represent the characteristic of
the population.
3.2.3 Technique of Sampling
Sampling is the process of selecting a number of individuals for a study in such a
way that the individuals represent the larger group from which they were selected
(Gay, 1987:101).
The sample is made up of the students from the population who are chosen
to participate in the study. Since the number of the subjects in this research is less
than one hundred, I applied total sampling.
Suharsimi says when the number of subjects in a research is less than one
applying the total sampling in my study, I hope that the result of the study will be
especially useful for the sample (Suharsimi, 1996:107).
The number of the fifth graders of SDN Gunungpati 03 is 32 students. So,
I then took all of them as sample of my experiment.
3.3 Procedures of the Experimental Research
In this study, the fifth graders of SDN Gunungpati 03 were chosen as the objects
of the study. The number of the students is 32; they are 16 students as the
experimental group and 16 students as the control group.
In the experiment, the research design used is the Statistic Group
Comparison design. This research was used for two groups of subjects in which
each of them was treated with different treatment. The following is the design:
Pre-Test Treatment Post-Test
EG √ X √
CG √ -X √
(Kerlinger, 1965: 247)
EG: Experimental Group
CG: Control Group
X : treatment using nursery rhymes
-X: treatment without nursery rhymes
In the design above, samples are assigned either to the experimental group
checked firstly by pre-testing them (Yb). The pre-test was conducted on April,
24th 2006. The vocabulary test consisted of 25 multiple-choice items with four
options in each item. The vocabulary materials covered the topics about daily
activities, telling the time, clothes and costumes. Both groups were asked to do
them in 35 minutes by crossing A, B, C, or D as the correct answer in the answer
sheet.
After conducting the pre-test, the writer conducted the experiment. The
experiment was conducted from the first week to the last week of May 2006.
The writer gave the English lesson once a week for the experimental
group. While, the control group was taught by the teacher. The writer and the
teacher taught the same topics to both of them on telling the time, daily activities,
clothesand costumes but with different techniques of teaching. The experimental
group was taught by using nursery rhymes as an alternative technique of teaching
vocabulary, while the control group was taught by explanation.
At the end of the experiment, the writer conducted the vocabulary post-test
to both groups. The post-test was conducted on May, 29th 2006. The result is used
as the data in this study.
3.4 Procedures of the Vocabulary Teaching
There were three meetings of the experimentation. During those three meetings,
the writer discussed three topics about telling the time, daily activities, clothes and
MEETING TOPIC NURSERY RHYMES TIME AND DATE TIME ALLOTMENT First Second Third TELLING THE TIME DAILY ACTIVITIES CLOTHES AND CUSTOMES
- What Time is
It?
- Hickory,
Dickory
Dock
- Mary Had a
Little Lamb
- Are You
Sleeping?
- Teddy Bear,
Teddy Bear
Monday
May, 1st
2006
07.30 am
Monday
May, 8th
2006
07.30 am
Monday
May, 15th
2006
07.30 am
2 X 40 minutes
2 X 40 minutes
2 X 40 minutes
The steps of teaching vocabulary for the experimental group:
(1) The writer handed out the text of the nursery rhyme to the students or
wrote it on the blackboard.
(2) The writer explained what the nursery rhyme is about.
(3) The writer asked the students to find difficult words then the teacher
(4) The writer played the nursery rhyme on the tape twice. In this step, the
writer let the students listen to the nursery rhymes.
(5) The next step was the writer sang the first line, then the students repeated
it. After that she sang the next line, then she asked them to repeat it and so
on.
(6) After mastering the intonation of each line, the writer asked the students to
sing the nursery rhymes by following her or the tape. Finally she asked
them to sing the nursery rhymes without her guidance or cassette.
(7) When singing the nursery rhymes, the writer showed pictures or real
objects to represent the words of nursery rhymes. If possible, she also
associated the words with action.
(8) The writer explained the instruction or meaning of a word or each line of
the nursery rhyme to the students.
(9) The writer also gave new words related to the topic she taught to the
students.
(10)The writer asked questions to check the students’ comprehension.
(11)The students did the exercises given by the writer.
The steps for the control group:
(1) For this group the teacher did not use nursery rhymes, instead he used a set
of words that was written on the blackboard.
(2) The students pronounced the words correctly after the teacher.
(3) The teacher gave the meaning of the words to the students.
3.5 Variable
A variable can be defined as an attribute of a person or from an object. From the
design of experiment, two variables can be seen involved in this research. They
are independent and dependent variable.
Independent variable refers to the use of nursery rhyme in teaching
English vocabulary, and dependent variable refers to the students’ achievement in
vocabulary after being taught using nursery rhymes.
3.6 Method of Data Collection
Researchers may use methods of data collection such as, interview, questionnaire,
or test. It should be noted that all the methods of data collection should be
objective. In this investigation, an objective test was used to obtain the scores of
vocabulary mastery.
3.6.1 Instrument
An instrument plays an important role in a research in the sense that reliability of
the instrument will influence the reliability of the data obtained. A test was used
as an instrument to collect data in this research. This is in accordance with
Kerlinger’s opinion (1965:481) that the most common instrument used to measure
the achievement in education is a test.
In this thesis, the writer was concerned with the vocabulary mastery of the
fifth graders of SDN Gunungpati 03. Accordingly, a test on the vocabulary
According to Harris (1969:71), there are two basic kinds of test instrument
used to measure the four language skills of students, i.e. the objective test and
essay test. The writer used the objective test (multiple choice test type) based on
the following considerations:
(1) Multiple choice test type is economical in term of the number of items that
can be answered in a short period of testing time.
(2) Students’ test papers can be easily and quickly scored.
(3) Since the correct answer are limited in number, objective test will not
make examiners have different interpretation of students’ test papers.
Before giving the instrument, the writer had to bear in her mind what kind
of test should be used. The choice of test cannot simply be done at random
because every test has certain objective that only suits to certain kind of research.
Harris stated that an achievement test indicates the extent to which an
individual has mastered specific skill or body information acquired in a formal
learning situation (1969:3-4).
Based on the statement above, the writer conducted the achievement test in
her research. It is based on the consideration that it would measure the vocabulary
mastery of the fifth graders of SDN Gunungpati 03 after attending the teaching
process using nursery rhymes.
In scoring the test, a student score was counted with the following
formula:
S = R / N x 100
R: total number of the correct answer
N: total number of the whole items
As an example the above becomes if a students made 28 correct answer
out of the 40 items his score will be:
S = 28 / 40 x 100
= 70
3.6.2 Construction of the Test
The writer came to the next step to construct the vocabulary test. She gathered
information as much as possible to compose a proper instrument. Heaton (1975:
7) says that a test of vocabulary measures the students’ knowledge of the meaning
of certain word and words group. The test may examine the students’ active or
passive vocabulary.
Based on the statement above, the writer thought that a good vocabulary
test should measure the students’ active and passive vocabulary. In relation to this,
Heaton suggested two types of test namely recognition and production test
referring to the passive and active mastery of words (Heaton, 1975:6-7). The
writer chose the recognition test because she measured the students’ passive
vocabulary.
The recognition test consisted of 40 items and should be done in limited
time, 45 minutes. The writer used multiple-choice type. It covered three topics
taught prior to the test, namely ‘telling the time’, ‘daily activities’, ‘clothes and
3.7 Try Out
The writer had tried out the vocabulary test before using it as an instrument. The
try out was held on April, 4th 2006 to the fifth graders of SD Negeri Ngijo 02.
There were 22 students in the try out-group. The students had to complete the test
consisting of 40 items in 45 minutes.
According to Mouly as quoted by Sidik (1994:34), try out test is necessary
since the result will be used to make that the measuring instrument has such
characteristics as validity and reliability.
3.8 Condition of the Test
Harris (1969:13) states that all good tests possessed three qualities. They are
validity, reliability, and practicality. That was to say, any test that we use has to be
appropriate in terms of our objectives, dependable in the evidence it provides, and
applicable to our particular situation. Those characteristics of a good test would be
explained further below.
3.8.1 Validity
According to Mouly as quoted by Sidik (1994:34) a test must, first and foremost,
be valid. That is, it must measure what it claims to measure. Therefore, in order to
be valid, a test must not just cover one area of the table of specification, but all of
them in proportion to emphasis that has been given.
An instrument is considered being a good one if it meets some
intended to test. Related to the validity, Harris (1969:19-21) states that validity is
usually distinguish into three kinds. There are:
a. Content validity
It is designed to measure mastery of a specific skill based on the
curriculum objective of a certain course. The test should be representative of the
skill that is trying to be tested.
b. Face validity
A test has face validity if a test item looks like it will test what is intended
to test.
c. Empirical validity
There are two types of empirical validity. Those are predictive and
concurrent validity. The predictive is the degree to which the test can be used to
make the prediction about the future performance, while the test has the
concurrent validity if it gives a similar result to the other measures that are valid
for some purposes.
According to Arikunto (1998:161), “There is another kind of validity that
is item validity. Item validity is the index of validity of each item. “In this study
the writer used the item validity and calculated it using Pearson Product Moment
formula. The formula is like this:
rxy =
(
)(
)
(
)
{
∑
−∑
∑
}
∑
{
∑
∑
−(
∑
)
}
− 2 2 2 Y Y N X X N Y X XY NWhere rxy = the validity of item test
X = number of students who answered correctly
Y = the students’ scores
Then, the computation for item number 1 went like this:
rxy =
(
)(
)
(
)
{
∑
∑
−∑
}
∑
{
∑
∑
−(
∑
)
}
− 2 2 2 Y Y N X X N Y X XY N =( ) ( )( )
( ) ( )
{
2}
{
(
) ( )
2}
590 16884 22 19 19 22 590 19 539 22 − − − =
(
418 361)(
371448 348100)
11210 11858 − − − = 23348 57 648 × = 1330836 648 = 62 , 1153 648= 0,562
To know the index of validity of the item number 1, the writer consulted
the result to the table of r product moment with N = 22 and significance level 5%
[image:39.612.150.351.184.439.2]which is r = 0,423. Since the result of the computation was higher than r in the
table so item number 1 considered being valid. The index of validity of item
number 1 can be seen in Appendix 4.
3.8.2 Reliability
Reliability is a general quality of stability of scores regardless of what the test
In this study, the writer decided to use Kuder-Richardson formula 21 in
measuring the reliability of the test. This formula uses the number of items in the
test, the mean of the set of the scores, and the square of the deviation.
Consulting the Kuder-Richarson formula 21, the computation of the
reliability of the test used the following formula:
r11 =
(
)
⎟⎠ ⎞ ⎜ ⎝ ⎛ − − ⎟ ⎠ ⎞ ⎜ ⎝ ⎛ − kVt M k M 1 1 k k
Where r11 = reliability of the test
k = the number of item test
M = the mean of the scores
Vt = the total variants
Before computing the reliability, the writer calculated the mean of the
try-out score and the total variants. The computation of them can be seen in
Appendix 5.
From the result, which is 0,838, it proved that the result was reliable since
the result was higher than r table = 0,432.
3.9 Item Analysis
After determining and scoring the try out test, an item analysis was made to
evaluate the effectiveness of the items. It was meant to check whether each item
met the requirement of a good test items or not. This item analysis concentrated
two vital features, level of difficulty and discriminating power. In this case, the
writer took 22 students from the trout group. These 22 students were divided into
group (27%). The writer only took the students who were in the upper group (6
students) and lower group (6 students). The middle group students were not
allowed in the analysis.
JB. Heaton (1975:172) said that all items should be examined from the
point of view of their difficulty level of discriminating.
3.9.1 Difficulty Level of the Test
The index difficulty of an item simply showed how easy or difficult the particular
item proved in the test. It is calculated by using the following formula:
IF = N
FL FH
2
+
Where IF = the difficulty index
FH = the number of students in the upper group who answered the item
correctly
FL = the number of the students in the lower group who answered the item
correctly.
2N = number of students in two groups
According to Suherman (1993:190), the index of difficulty could be
classified as follows:
An item with P 0,00---0,30 was difficult
An item with P 0,31---0,70 was medium
Based on explanation above, items number 1, 3, 4, 5, 7, 9, 11, 12, 13, 18,
21, 22, 24, 26, 27, 30, 33, 34, 37, and 38 were considered as the easy items. Items
number 2, 6, 8, 10, 13, 16, 17, 19, 20, 23, 25, 28, 31, 32, 35, 36, 39, and 40 were
considered as the medium items. While items number 14 and 23 were considered
as the difficult items. This could be seen in Appendix 3. While the computation of
the difficulty level of item number 1 could be seen in Appendix 6.
3.9.2 Discriminating Power
It was also essential to determine the discriminating power of the test items
because it could discriminate between the more and the less able students. Heaton
(1975:173) states:
“The discrimination index of an item indicated the extent, to which
the item discriminated between the testers, separating the more able testers
from the less able. The index of discriminating told us whether those
students who performed well on the whole test tended to do well or badly
on each item in the test.”
The following formula would be used to calculate the discriminating
power of the test items:
N FL FH ID= −
Where ID = discrimination index
FH = the number of the students in the upper group who answered the
item correctly
FL = the number of the students in the lower group who answered the
N = number of students in one group
According to Suherman (1993:176), the classification of the
discrimination index was presented below:
D = 0,00---0,20 was poor
D = 0,21---0,40 was satisfactory
D = 0,41---0,70 was good
D = 0,71---1,00 was excellent
D = negative was very poor
Based on the explanation above, items number 3, 5, 11, 18, 29, 32, 34, 36,
and 38 were considered as the poor items. Items number 4, 13, 22, and 26 were
considered as the satisfactory items. Items number 1, 2, 6, 7, 8, 9, 10, 12, 14, 15,
16, 20, 21, 23, 24, 25, 27, 30, 31, 33, 35, 37, 39, and 40 were considered as the
good items. While items number 17, 19, and 28 were considered as the excellent
items. This could be seen in Appendix 3. While the computation of discriminating
CHAPTER IV
RESULT OF INVESTIGATION
4.1 Computation between the Two Means
The score of the vocabulary post-test of the experimental group and the control
group are discussed here. The computation of the mean percentage score of the
experimental group and the control group is as follow:
MX =
N X
∑
MY =N Y
∑
Where:
MX : the mean score of the experimental group
∑
X : the sum of all scores of the experimental groupMY : the mean score of the control group
∑
Y : the sum of all scores of the control groupN : the number of the subject of each group
The score distribution of the experimental group and the control group
could be seen in appendix 10.
The computation of the two means of the experimental group and the
control group was calculated as follows:
MX =
N X
∑
= 16 1196
= 74,75
The mean score of the experimental group was 74,75.
MY =
N Y
∑
= 16 1040= 65
The mean score of the control group was 65.
If we compared the two means it was clear that the mean score of the
experimental group was higher than the control group. The difference between the
two means was 10,75. To make the analysis more reliable, the writer then
analyzed by using t-test formula. The significant difference between the two
means could be seen by using this formula:
t = ⎭ ⎬ ⎫ ⎩ ⎨ ⎧ + ⎭ ⎬ ⎫ ⎩ ⎨ ⎧ − + + − NY NX NY NX SSc SSe MY MX ! 1 2 where:
t : t-test
MX : the mean score of the experimental group
MY : the mean score of the control group
Sse : the deviation of the experimental group
SSc : the deviation of the control group
NX : the number of the subject sample of experimental group
NY : the number of the subject of the control group
Before applying the t-test formula, SSe and SSc had to be found out first.
SSe =
(
)
NX X X 2 2∑
∑
− =(
)
2 16 1196 91184− = 16 1430416 91184−= 91184−89401 = 1783
The deviation of each value for the experimental group was 1783.
SSc =
( )
2∑
−∑
NY Y Y =(
)
2 16 1040 68688− = 16 1081600 68688−= 68688−67600 = 1088
The deviation for each value of the control group was = 1088.
After getting SSe and SSc value, the t-test formula is:
= ⎭ ⎬ ⎫ ⎩ ⎨ ⎧ ⎭ ⎬ ⎫ ⎩ ⎨ ⎧ 8 1 30 2871 75 , 10 = 240 2871 75 , 10 = 96 , 11 75 , 10 = 46 , 3 75 , 10 = 3,11.
4.2 Graders of Achievement
The objective of this study was to find out the students’ achievement in learning
English vocabulary after they were taught using nursery rhymes as a teaching
method. Below was the list of the level of mastery that shows the percentage of
the correct answer and grade for the experimental and control group. There are 4
levels of achievement as proposed by Rusli (1986: 412).
Percentage of correct
answer
Grade Level of achievement
85 –100
70 – 84
54 – 69
below 54 A B C D Very good Good Sufficient Insufficient
Frequency Percentage
Grade Pre-test Post-test Pre-test Post-test
A 1 4 6,25% 25%
B 2 6 12,5% 37,5%
C 8 6 50% 37,5%
D 5 0 31,25% 0%
∑
16 16 100% 100%b. The Achievement of the Control Group
Frequency Percentage
Grade Pre-test Post-test Pre-test Post-test
A 0 1 0% 6,25%
B 3 6 18,75% 37,5%
C 5 6 31,25% 37,5%
D 8 3 50% 18,75%
∑
16 16 100% 100%The result of the vocabulary test of the experimental group and the control
group for pre-test and post-test is shown in the form of polygon. The vertical line
shows the percentage frequency, while the horizontal line shows the grade of the
There were three polygons described the research findings. The first
polygon described the result of the experimental group, the second one showed
the result of the control group, and the last polygon showed the result of the test
both group.
a. The polygon of the result of the experimental group
RELATIVE FREQUENCY POLYGON OF THE RESULT OF THE VOCABULARY TEST OF THE
EXPERIMENTAL GROUP
6.25
12.5
50
31.25
25
37.5 37.5
0
0 10 20 30 40 50 60
A B C D
GRADE
PERCENTAGE FREQUENCY
PRE-TEST POST-TEST
The polygon shows the result of the vocabulary achievement of the
experimental group. The broken line (---) shows the achievement of the
experimental group doing the pre-test. The percentage of the students who get A =
6,25%, B = 12,5%, C = 50% and the last D = 31,25%. The solid line ( ) shows
the achievement of the post-test of the experimental group. The percentage of the
students who get A = 25%, B = 37,5%, C = 37,5%, and the last D = 0%.
From the discussion above it can be concluded that the result of the
b. The polygon of the result of the control group
RELATIVE FREQUENCY POLYGON OF THE RESULT OF THE VOCABULARY TEST OF THE CONTROL
GROUP
0
18.75
31.25 50
6.25
37.5 37.5
18.75
0 10 20 30 40 50 60
1 2 3 4
GRADE
PERCENTAGE FREQUENCY
PRE-TEST POST-TEST
The polygon above shows the result of the vocabulary achievement test of
the control group. The broken line (---) shows the achievement of the pre-test of
the control group. The percentage of the students who get A = 0%, B = 18,75%, C
= 31,25%, and the last D = 50%. And the solid line ( ) shows the achievement
of the post-test of the control group. The percentage of the students who get A =
c. The polygon of the result of post-test of both groups.
RELATIVE FREQUENCY POLYGON OF THE RESULT OF THE VOCABULARY POST TEST OF BOTH GROUPS
25
37.5 37.5
0 6.25
37.5 37.5
18.75
0 5 10 15 20 25 30 35 40 45
A B C D
GRADE
PERCENTAGE FREQUENCY
EXPERIMENTAL GROUP
CONTROL GROUP
The polygon shows the result of the vocabulary achievement test of the
experimental group and the control group. The solid line ( ) shows the
achievement of the post test of the experimental group. The percentage students of
this group who get A = 25%, B = 37,5%, C = 37,5%, and the last D = 0%. The
broken line (----) shows the achievement of post-test of the control group. The
percentage of the students who get A = 6,25%, B = 37,5%, C = 37,5%, and the
last D = 18, 75%.
From the discussion above it can be concluded that the result of the
4.3 The Meaning of the Result
The objective of this study was to find out the students’ achievement in learning
English vocabulary after they were taught using nursery rhymes as a teaching
method. In the pre-test, the average score of the experimental and the control
group were 59 and 56,75. In the post-test, the average score of the experimental
group and the control group were 74,75 and 65.
The testing hypothesis indicated that the result of the experimental group
was significantly higher than the control group’s.
4.5.1 The Advantages and Disadvantages of Using Nursery Rhymes
Here the writer shows some factors that influence the result of the
experiment. The explanation below shows the advantages and disadvantages of
using nursery rhymes to teaching English vocabulary at the elementary school.
a. The advantages of using nursery rhymes to teaching English vocabulary at the
elementary school.
a.1. for the students
1. The students have a high interest to the material.
2. The media makes the students feel the language learning process as an
interesting experience.
3. The students are motivated to be active in the class.
4. The media can enlarge the students’ knowledge and helped them to
a.2. for the teacher
1. The media helps the teacher establish an interesting way for language
learning.
2. The media provides ideas for the teacher to create an interesting
activity for the students in teaching and learning process.
b. The disadvantages of using the nursery rhymes to teaching English vocabulary
at the elementary school
1. It spends much money to conduct the experiment and time to prepare the
equipment for the teacher has to prepare the tape recorder and cassette.
2. The teacher has to spend her spare time to choose nursery rhymes related
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the investigation and discussion in chapter IV, it was concluded:
(1) There was a significant difference of students’ achievement in vocabulary
between those taught using nursery rhymes and those taught using
conventional technique for the fifth graders of SDN Gunungpati 03 in the
academic year 2005 / 2006.
(2) The use of nursery rhymes in teaching and improving students’ vocabulary
is more affective than the conventional technique. From the two groups,
the measurement showed that the increasing line of the vocabulary
achievement of the experimental group was higher than the control group.
The t-test measurement obtained 3,11. The critical value for the 30 degrees
of freedom at 0,05 alpha level of significant was 2,04. Since the obtained
t-value (3,11) was higher than the critical t-value at 0,05 alpha level of
significance (2,04), it was found that the experimental group achievement
in vocabulary was better than the control group.
5.2. Suggestion
Based on the conclusion, it was suggested that:
(1) As the facilitators, motivators, and dinamisators; English teachers should
be active in teaching learning process.
(2) It would be better for English teachers to use nursery rhymes in teaching
vocabulary to the students of elementary school than using conventional
way.
(3) Teaching English vocabulary using nursery rhymes needs long
BIBILIOGRAPHY
Arikunto, S. 1996. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.
Cullingford, C. 1995. The Effective Teacher. London: Cassel.
Definition of Nursery Rhymes. http://www. tesslj.org/Techniques/ Saricoban-Songs.html
Finocchiaro, M.1973. The Foreign Language learners: A Guide for Teachers. New York: Regent Publishing Company, Inc.
Gay, L.R. 1987. Educational Research Competencies for Analyzing and Application. Third Edition. Columbus: Merill Publishing.
Gerlach, V.S. and Donald, P.E. 1980. Teaching and Media a Systematic Approach. New Jersey: Prentice Hall, Inc.
Gronlund, N.E. 1976. Measurement and Evaluation in Teaching. New York: MacMilan Publishing Co.
Harmer, J. 2001. The Practice of English Language Teaching. New York: Longman.
Harris, D.P. 1969. Teaching English as a Second Language. New York: Mc Graw Hill Book Company.
Haryadi, S. 2003. Psikologi Perkembangan. Semarang: Universitas Negeri Semarang.
Haycraft, J. 1983. An Introduction to English Language Teaching. London: Longman Group.
Heaton, J.B. 1975.Writing English Language Test. London: Longman Group Limited.
Hornby, A.S. 1994. Oxford Advanced Dictionary of Current English. London; Oxford University Press.
Nursery Rhymes. http: // www. en wiki pedia. org wik / Nursery rhyme (March, 5th 2006).
Nursery Rhyme. http: // www. ed. Psu / americareads / Resources / glossary. htm ( March, 5th 2006).
Petty , W.T and Julie, M.J. 1980. Developing Children’s Language. Boston: Allyn and Bacon, Inc.
Saylor, J.G. 1981. Curriculum Planning for Better Teaching and Learning. Japan.
Suherman, E. 1993. Evaluasi Proses dan Belajar Matematika. Jakarta: Universitas Terbuka, Depdikbud.
Wahyuni, S. 1997. The Contribution of Visual Aids to the Teaching of Vocabulary. IKIP Semarang. Unpublished S-1 Paper.
